Mentors' competence in mentoring culturally and linguistically diverse nursing students during clinical placement

Oikarainen, Ashlee; Mikkonen, Kristina; Tuomikoski, Anna-Maria; Elo, Satu; Pitkänen, Salla; Ruotsalainen, Heidi; Kääriäinen, Maria

doi:10.1111/jan.13388

Cited by 37 publications

(60 citation statements)

References 33 publications

(102 reference statements)

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“…In addition, Meden et al () reported that 58% of mentors included reflection during their mentoring, supported with the ability to use evaluation tools. Other studies also found that mentors regarded their reflection during mentoring (Oikarainen et al, ; Ruuskanen et al, ; Tuomikoski et al, ) and provision of feedback (Oikarainen et al, ; Tuomikoski et al, ) as fairly high.…”

Section: Resultsmentioning

confidence: 93%

“…Most were descriptive cross‐sectional studies (Hall‐Lord et al, ; Heffernan et al, ; Helminen et al, ; Kälkäjä et al, ; Karjalainen et al, ; McInnes et al, ; Morrison & Brennaman, ; Skela‐Savič & Kiger, ; Smith et al, ; Tuomikoski et al, ). Designs of a few were descriptive and comparative (Borch et al, ; Omer et al, ), observational, cross‐sectional and descriptive (Cervera‐Gasch et al, ), descriptive (Meden et al, ) or descriptive, cross‐sectional and exploratory (Oikarainen et al, ). Only one had a quasi‐experimental design (Ruuskanen et al, ).…”

Section: Resultsmentioning

confidence: 99%

“…In the studies, mentors' competence was self‐assessed with instruments including: unnamed instruments developed by the authors (Borch et al, ; Hall‐Lord et al, ; Heffernan et al, ; Helminen et al, ; McInnes et al, ; Meden et al, ; Omer et al, ; Skela‐Savič & Kiger, ; Smith et al, ); the Involvement, Motivation, Satisfaction, Obstacles and Commitment Instrument (Cervera‐Gasch et al, ); Mentor´s Competence Instrument (MCI) (Kälkäjä et al, ; Karjalainen et al, ; Oikarainen et al, ; Ruuskanen et al, ; Tuomikoski et al, ) and Nursing Students' Contributions to Clinical Agencies (NSCCA) instrument (Morrison & Brennaman, ). Validated instruments are categorised in terms of competence areas covered in Table .…”

Section: Resultsmentioning

confidence: 99%

“…The studies included in the systematic review were published between 2009 and 2018 (see Table 3). They were conducted in Australia (McInnes, Peters, Hardy, & Halcomb, 2015), Finland (Helminen, Johnson, Isoaho, Turunen, & Tossavainen, 2017;Kälkäjä et al, 2016;Karjalainen et al, 2015;Oikarainen et al, 2018;Ruuskanen et al, 2017;Tuomikoski, Ruotsalainen, Mikkonen, Miettunen, & Kääriäinen, 2018), Ireland (Heffernan, Heffernan, Brosnan, & Brown, 2009), Saudi Arabia (Omer, Suliman, & Moola, 2016), Slovenia (Meden et al, 2017;Skela-Savič & Kiger, 2015), Spain (Cervera-Gasch et al, 2018), Sweden (Hall-Lord et al, 2013), Sweden and Norway (Borch, Athlin, Hov, & Sörensen Duppils, 2013) and the USA (Morrison & Brennaman, 2016;Smith, Swain, & Penprase, 2011). Most were descriptive cross-sectional studies (Hall-Lord et al, 2013;Heffernan et al, 2009;Helminen et al, 2017;Kälkäjä et al, 2016;Karjalainen et al, 2015;McInnes et al, 2015;Morrison & Brennaman, 2016;Skela-Savič & Kiger, 2015;Smith et al, 2011;Tuomikoski et al, 2018).…”

Section: Characteristics Of Included Studiesmentioning

confidence: 99%

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Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Pramila‐Savukoski

Juntunen

Tuomikoski

et al. 2019

Journal of Clinical Nursing

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Aims and objectives To examine registered nurses' self‐evaluation of their competence in mentoring nursing students in clinical practice. Background Clinical mentors have significant roles and responsibility for nursing students' clinical learning. Moreover, the mentors' role is becoming increasingly important internationally, as the role of nurse teachers in mentoring students in clinical practice has declined. However, in most EU countries there are no specific educational requirements for clinical mentors, although they need targeted education to increase their competence in mentoring nursing students. Design The systematic review of quantitative studies was designed according to guidelines of the Centre for Reviews and Dissemination and PRISMA protocol. Methods Studies published during 2000–2019 that met inclusion criteria formulated in PiCOS format were systematically reviewed by three independent reviewers. CINAHL (Ebsco), PubMed (MEDLINE), Scopus, ERIC and Medic databases were used to retrieve the studies. Three independent reviewers conducted the systematic review process. The studies were tabulated, thematically compared and narratively reported. Results In total, 16 peer‐reviewed studies met the inclusion criteria. The studies identified various dimensions of mentors´ competence and associated environmental factors. Generally, participating mentors rated competences related to the clinical environment, mentoring, supporting students' learning processes and relevant personal characteristics fairly high. They also rated organisational practices in their workplaces, resources in the clinical environment and their mentor–student and mentor–stakeholder pedagogical practices, as respectable or satisfactory. Conclusion The results indicate considerable scope for improving mentors' competence, particularly through enhancing organisational mentoring practices and relevant resources in clinical environments. Relevance for clinical practice Pedagogical practices of mentors in relations with both students and stakeholders should be enhanced to improve future nurses' learning. This systematic review addresses a gap in knowledge of mentors' self‐evaluated competence that could assist the formulation of effective educational programmes for mentors internationally and improving clinical environments.

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Section: Resultsmentioning

confidence: 93%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Characteristics Of Included Studiesmentioning

confidence: 99%

See 2 more Smart Citations

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Pramila‐Savukoski

Juntunen

Tuomikoski

et al. 2019

Journal of Clinical Nursing

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“…Possibly for this reason, in the interviews reported here educators from vocational colleges discussed their role in clinical practice and collaboration with clinical mentors to a greater extent than educators from universities of applied sciences. In several previous studies (Mikkonen, Elo, Miettunen, Saarikoski, & Kääriäinen, ; Oikarainen et al, ; Pitkänen et al, ; Warne et al, ) problems caused by cuts in resources for clinical practice of healthcare students have been raised and discussed, with suggestions to strengthen educational collaboration. Similarly, we suggest that educational leadership needs to establish, maintain and strengthen collaborative strategies to provide effective, adaptable support systems, involving educators and students, in their working practices.…”

Section: Discussionmentioning

confidence: 99%

Qualitative study of social and healthcare educators’ perceptions of their competence in education

Mikkonen

Koskinen

et al. 2019

Health Soc Care Community

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Competent educators are needed to ensure that social and healthcare professionals are effective and highly competent. However, there is too little evidence‐based knowledge of current and required enhancements of educators' competences in this field. The aim of this study was to describe social and healthcare educators’ perceptions of their competence in education. The study had a qualitative design, based on interviews with educators and rooted in critical realism. Forty‐eight participants were recruited from seven universities of applied sciences and two vocational colleges in Finland, with the assistance of contact persons nominated by the institutions. The inclusion criterion for participation was employment by an educational institution as a part‐time or full‐time, social and/or healthcare educator. Data were collected in the period February–April 2018. The participants were interviewed in 16 focus groups with two to five participants per group. The acquired data were subjected to inductive content analysis, which yielded 506 open codes, 48 sub‐categories, nine categories and one main category. The educators’ competence was defined as a multidimensional construct, including categories of educators’ competences in practicing as an educator, subject, ethics, pedagogy, management and organisation, innovation and development, collaboration, handling cultural and linguistic diversity, and continuous professional development. Educators recognised the need for developing competence in innovation to meet rapid changes in a competitive and increasingly global sociopolitical environment. Enhancement of adaptability to rapid changes was recognised as a necessity. The findings have social value in identifying requirements to improve social and healthcare educators' competence by helping educational leadership to improve educational standards, construct a continuous education framework and create national and/or international curricula for teacher education degree programs to enhance the quality of education. We also suggest that educational leadership needs to establish, maintain and strengthen collaborative strategies to provide effective, adaptable support systems, involving educators and students, in their working practices.

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Mentors' competence in mentoring nursing students in clinical practice: Detecting profiles to enhance mentoring practices

et al. 2021

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Instrument(MCI), which includes seven sub-dimensions and 44 items, was used to collect data. K-means cluster and binary regression analyses were performed to detect mentor profiles and determine how various factors affect competence, respectively. Results:The K-means cluster analysis identified three distinct profiles: A (n = 926); B (n = 566); and C (n = 85). The profiles showed significantly different values (p < .001) across all seven areas of mentoring competence. In comparison with the other profiles, nurses in profile A were older, had more work experience and were more probably to have completed mentoring-specific training.

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Mentors' competence in mentoring culturally and linguistically diverse nursing students during clinical placement

Abstract: Aims: To describe mentors' competence in mentoring culturally and linguistically diverse nursing students during clinical placement and identify the factors that affect mentoring.Background: Healthcare education is confronted by several challenges in a time

Cited by 37 publications

References 33 publications

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Qualitative study of social and healthcare educators’ perceptions of their competence in education

Mentors' competence in mentoring nursing students in clinical practice: Detecting profiles to enhance mentoring practices

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